INCLUSIVE EDUCATION FOR ALL
STUDENTS WITH DISABILITIES
AND ADDITIONAL NEEDS
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF
THE PROGRAM FOR STUDENTS WITH DISABILITIES
APRIL 2016
Published by the Department of
Education and Training
Melbourne
April 2016
©State of Victoria (Department of
Education and Training) 2016
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ISBN 978-0-7594-0812-8
ACCESSIBILITY
This document is also available on the internet
at You can read more about the Special
Needs Plan at www.education.vic.gov.au/
specialneedsplan
CONTENTS
MINISTER'S MESSAGE
5
WHAT IS THE PSD REVIEW? 6
KEY FINDINGS 8
OUR RESPONSE
9
Excellence in inclusive education (Recommendations 1-8)
10
Improved learning (Recommendations 9-12)
14
Improving the transition to secondary school (Recommendation 13)
19
Better outcomes for students with autism and with dyslexia
(Recommendations 15-20) 20
A new approach to funding and support (Recommendations 14, 21, 22 and 23)
24
Towards a better model: policy into practice (Recommendations 24-25)
25
NEXT STEPS
26
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
3
4
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
MINISTER'S MESSAGE
The Andrews Labor Government’s bold promise
to transform Victoria into the Education State
is based on a fundamental belief that, with the
right teaching and support, every student can
learn and succeed.
Our Special Needs Plan for Victorian Schools —
part of the Labor Government’s almost $4 billion
education investment — has a vision to ensure all
students with disabilities and additional needs
get an inclusive, high quality education.
The first initiative of the Plan was a complete
review of the Program for Students with
Disabilities (PSD), which provides extra funding to
schools for eligible students with disabilities.
It is the most comprehensive review of the
Program ever undertaken. It considers a new
strengths-based approach to support and
funding, the specific needs of students with
autism and with dyslexia, smoother transitioning
from primary to secondary schools and how
education can be more inclusive.
Disability is often viewed as too difficult, and
left to the end of a reform process. This Review,
and our response, demonstrates Labor’s
commitment to placing inclusiveness at the
heart of our Education State reform agenda.
Victoria has a vibrant, strong education system,
with areas of excellence. Through the Education
State, our Government aspires to foster that
excellence and equity in every school, for every
student — regardless of the school gate they
enter through.
We’ve listened to students, parents, teachers,
education support staff, principals and the
community about the challenges of inclusive
education – and we’ve heard the call for change.
Our response is the first step in striving to
provide fairer, safer, more inclusive schools to
improve educational outcomes — and quality of
life — for students with special needs. It centres
on the development of a new, personalised
approach to learning for students with
disabilities — because no two kids are the same.
The focus will be on their aspirations — not
limitations.
There are many parallels between the PSD
Review findings and our well-advanced
Education State reform agenda: common
themes of equity, excellence, inclusion,
innovation, collaboration, transparency and
improved efficiency.
The Andrews Labor Government is providing a
$22 million funding boost to better support kids
with disabilities, including those with autism and
with dyslexia.
We’ve immediately accepted 21 of the Review’s
25 recommendations — and are getting on with
the job.
The four remaining recommendations for a
new funding model will be carefully considered
alongside other reforms, including the Review
of School Funding by the Hon Steve Bracks
AC, the rollout of the National Disability
Insurance Scheme and ongoing negotiations
with the Commonwealth to fully fund the
Gonski Agreement.
I would like to thank all those who contributed
to the Review. I would particularly like to
acknowledge and thank Dr Graeme Innes for
leading the consultations and the Advisory Panel.
We owe Victoria’s students and families nothing
less than a great school for every community,
excellent teaching in every classroom and the
promise of a bright future for every student
with a disability. The Andrews Government is
dedicated to improving opportunities for all
students — without exception.
The Hon. James Merlino MP
Deputy Premier
Minister for Education
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
5
WHAT IS THE PSD REVIEW?
We promised to make Victoria the
Education State by building an education
system that produces excellence and
reduces the impact of disadvantage.
Our vision is a Victorian school system
which supports every student with a
disability to participate and achieve on
the same basis as their peers.
As part of this vision, we committed to
implement nine initiatives under a Special
Needs Plan for Victorian Schools to make
schools better and more inclusive for
students with disabilities.
As the first of the Plan’s nine initiatives
to be implemented, the Government
asked for the Review of the Program for
Students with Disabilities (PSD Review) to
investigate how schools can best support
students with special needs.
Consultations were led by Australia’s
former Disability Discrimination
Commissioner, Dr Graeme Innes, and
included more than 100 face-to-face
consultations with parents, current
and former students, principals and
professionals, peak industry bodies,
principal and teacher associations,
disability advocates and academics.
The Review also analysed national
and international academic literature,
received 170 online submissions, and
conducted an online survey of more than
1400 respondents. The messages the
Review heard were clear, consistent
and convincing.
The Review — the most comprehensive
ever undertaken since the Program’s
inception — was framed around
six themes:
• Excellence in Inclusive education
• Improved learning
• Better outcomes for students with
autism and with dyslexia
• Improving the transition to
secondary schools
• A new approach to funding and support
• Implementing reform
6
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
THE SPECIAL NEEDS PLAN FOR VICTORIAN SCHOOLS
As part of the Education State, the Government has committed to inclusive education
through the Special Needs Plan for Victorian Schools. The plan outlines nine initiatives
to give every child and young person a safe, positive and supportive environment in
which to learn that is suited to their individual needs.
The initiatives will improve students’ achievement, engagement and wellbeing by
creating fairer, safer and more inclusive schools for students with special needs.
Initiatives which we have delivered to date include:
• A new $10 million Inclusive Schools Fund, already funding 33 schools to build inclusive
facilities for students with disabilities as part of round 1 of the funding.
• Strengthening the capability of teachers to help students with disabilities. From
September 2016, all registered teachers will have to have either undertaken relevant
professional development in the last two years or take it before renewing their
registration in September 2017. From 2016, all initial teacher education programs
must also include specific learning activities about teaching students with disabilities
in order to be accredited by the Victorian Institute of Teaching.
• A new Principal Practice Leader (Education) has been appointed to work exclusively
with schools to oversee the use of restraint and seclusion and build best practice in
the management of challenging behaviours.
• Improving early years screening for learning difficulties and disorders by enhancing
the English Online Interview assessment tool.
• A new Outstanding Inclusive Education Award category as part of the Government’s
annual Victorian Education Excellence Awards to celebrate teachers and support
staff who demonstrated outstanding ability in improving student achievement,
engagement and wellbeing.
• All Victorian government schools are now able to access the Abilities Based Learning
and Education Support (ABLES) curriculum assessment and reporting tool for
students with disabilities to inform the development of teaching and learning
programs that are appropriate to a student’s current achievement. The use of
ABLES with the new Victorian Curriculum will mean that every student can have their
learning achievement and progress reported through the Victorian Curriculum.
• A new planning and building approach has been implemented to ensure that all
new schools - or schools undertaking significant building projects - accommodate
the diverse needs of students. The new School Provision Planning Guidelines for
Students with Disabilities and an updated Building Quality Standards Handbook
have been released to ensure schools are also planned and built to be inclusive in the
future, while the 15 new schools being built as part of the Public Private Partnership
Project will provide outstanding inclusive learning spaces.
You can read more about the Special Needs Plan at www.education.vic.gov.au/
specialneedsplan
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
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KEY FINDINGS
The PSD Review delivered 20 key findings and 25 recommendations to help the
Victorian Government realise its vision of inclusive education for all students.
The Review highlights new reform opportunities to improve education outcomes for
students with special needs.
KEY FINDINGS
The Review found that:
• while the PSD delivers substantial funding to support students with disabilities, there
are significant weaknesses in its design, implementation and accountability
• these weaknesses make it challenging to support every student with disabilities to
fully participate in education
• a truly inclusive education system requires more than a targeted funding model.
The key findings can be summarised as:
• Victoria lacks a clear inclusive education policy and framework
• inclusion of all students requires a sustained investment in the education workforce’s
training and professional learning opportunities
• there is a lack of accountability and transparency for funding and outcomes for all
students with disabilities
• a more effective approach to identify and support students with disabilities
is required
• the PSD’s deficit-focussed eligibility criteria does not adequately support all students
with disabilities
• transitional funding for students who are no longer eligible for PSD funding after
Year 6-7 reassessment is required.
8
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
OUR RESPONSE
The Andrews Labor Government is
committed to improving the way our
school system supports students with
disabilities — including how schools
are resourced — and embraces the
opportunity the Review presents.
We have immediately accepted 21 of the
25 recommendations, and asked that
work start now on their implementation
as we set a new agenda for Inclusive
education for all students with disabilities
and additional needs. This new agenda
will have a focus on evidence-based
practice and a holistic approach to
maximising learning for all students,
and will complement and enhance the
initiatives already underway through
the Special Needs Plan and broader
Education State reforms.
HIGHLIGHTS OF OUR RESPONSE
Victoria’s future prosperity starts with a quality education – for every child, regardless
of location, background or circumstance. An investment in improved education
outcomes for students with disabilities is an investment in our future.
That is why we have announced $22 million in funding as part of our response.
This includes:
• an extra $17 million funding to better support the needs of students with learning
difficulties such as dyslexia or with autism who are not eligible under the PSD
• a $3 million funding boost to provide support for students transitioning to Year 7
who are no longer eligible for funding
• a $2 million dyslexia and learning difficulties strategy to deliver professional learning,
advice and resources for teachers and families.
Other highlights of our response include:
• a clearer direction and stronger support for schools to implement inclusive
education practices
• new guidelines and tools to help teachers develop more tailored learning plans to
better meet the needs of every student – because no two kids are the same
• greater access to training and professional development for teachers, education
support staff and school leaders and to better support students with a disability
• local expertise and knowledge will be used to support schools to deliver inclusive
education, with special schools and mainstream schools collaborating
• greater accountability and transparency in how funding is used to improve
student outcomes.
Details of the evidence base for change can be found in the accompanying Review.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
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Excellence in inclusive education
(Recommendations 1-8)
Recommendation 1
Develop a clear inclusive education
policy and framework as well as
guidance and support materials
for staff working with students with
disabilities. This guidance on inclusive
education should articulate a vision
and set the necessary expectations
and direction for educating students
with disabilities in Victoria.
A shared vision and policy for inclusive
education will support schools to educate
and support students with disabilities.
We will work with students, families and
schools to develop an inclusive education
policy and framework and support
materials providing clear and practical
advice, resources and tools. It will link
to the Education State’s Framework for
Improving Student Outcomes, which
includes ‘Setting expectations and
promoting inclusion’ as one of the six highimpact initiatives that schools have been
asked to focus on.
Recommendation 2
Develop a new Inclusive Schooling
Index that enables schools to selfassess and measure inclusivity.
Building an inclusive culture requires
leadership. Principals and school leaders
are essential to drive that culture.
Developing an Inclusive Schooling Index
would provide schools with a critical tool
to profile their own success and work with
their communities on strengthening their
approach to inclusion.
10
We will work with experts, principals,
school leaders, students and their
families to develop the Index as a new
tool to support schools to measure,
understand and improve their own
inclusive culture and practices against
a range of indicators.
Recommendation 3
Develop an Inclusive Education
Workforce Capability Strategy to
ensure that teachers and teaching
staff can better access the necessary
professional learning, including
evidence-based pedagogy and
curriculum, to fully support the
participation and achievement of
students with disabilities.
Recommendation 4
Further develop and roll out existing
professional learning opportunities
relevant to disability and inclusive
education practices at a system, school
and classroom level, to build workforce
capability to support all students
with disabilities.
We know that quality teaching is the most
important in-school factor in improving
student outcomes. As part of the Special
Needs Plan, all teachers in Victoria now
have to complete professional learning
on teaching students with disabilities as a
condition of registration with the Victorian
Institute of Teaching. And we will train the
next generation of teachers as part of
their tertiary studies by ensuring that all
initial teacher education programs have a
special needs component.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
An Inclusive Education Workforce
Capability Strategy will be developed to
further support teachers in meeting these
new professional learning requirements.
As part of developing the Strategy, all
teachers have been asked to complete
a survey developed by the University
of Melbourne to gather their views on
professional learning, their knowledge
and skills in educating students with
disabilities, and what would help them
be a better teacher to special needs
students. The survey will ensure
the Strategy truly reflects what
teachers need.
We will consult with all relevant
stakeholders throughout 2016 to develop
the Strategy, and will consider how it
aligns with and strengthens workforce
initiatives underway as part of the
Education State agenda.
We’ve already committed $21.6 million
to support government school teachers
to teach the new Victorian Curriculum
— which, for the first time, includes
assessment and reporting levels for
students with disabilities who are
working toward the Foundation level of
the curriculum.
Recommendation 5
To assist with capability building,
leadership development and the
implementation of a workforce
capability strategy, undertake a
feasibility study into the potential for a
Victorian Inclusive Education Institute,
possibly as part of the Bastow Institute
of Educational Leadership or Victorian
Deaf Education Institute.
A Victorian Inclusive Education Institute
would strengthen workforce capability
by offering cross-sector professional
learning opportunities, commissioning
research, investigating technology that
helps quality inclusive education, supports
communities of practice, and collaborates
with universities and not-for-profit
advocacy groups to advance inclusive
education knowledge and skills.
We will conduct a feasibility study this
year into the potential for a Victorian
Inclusive Education Institute, to explore
its role and functions, including whether
it could form part of either the Bastow
Institute of Educational Leadership or
Victorian Deaf Education Institute.
While the Strategy will consider the
future professional learning needs of our
workforce and potentially identify new
initiatives and programs to support them,
the Government will also look at how
we can improve access to and
participation in the range of training
which already exists. This includes all
existing online learning, programs,
seminars, workshops and other
professional learning opportunities.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
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Recommendation 6
Consider how to harness the new
regional reforms and resources,
particularly the multi-disciplinary
teams as part of the Learning Places
agenda, to better access the expertise
and knowledge in each local area.
In September 2015 the Victorian
Government delivered $82.2 million to
strengthen services and support to our
education system. Under our new regional
model, which began in March this year, we
have provided an extra 150 staff to ensure
more and targeted support to schools,
early years services, students and
their families.
We will continue to assess how to harness
these regional reforms and resources,
particularly the multi-disciplinary teams,
to better access the specialist expertise
and knowledge in local areas and improve
support for students with disabilities.
Recommendation 7
Develop options to support specialist
schools to become ‘centres of
expertise’ to support local mainstream
schools to implement inclusive
education.
We know there is a need for more
specialist support and expertise for
schools to deliver inclusive education.
We recognise the importance of specialist
expertise and support to better equip
schools, teachers and our allied heath
staff to deliver inclusive education.
We agree that specialist and special
developmental schools are an important
existing source of skills and expertise that
could be better used to help mainstream
schools be more inclusive.
12
We will consult with specialist schools
and their communities to consider
options for how they could progressively
become ‘centres of expertise’ to support
mainstream schools to strengthen their
approaches to inclusive education.
Recommendation 8
Provide guidance in relation to the role
(including the extent to which they are
used) and training requirements for
Education Support staff to optimise
the use of this key resource and better
influence academic and behavioural
outcomes of students with disabilities.
Education Support staff play a vital
support role for schools and teachers,
as well as being a valuable workforce for
many students with learning disabilities.
Used effectively, they can help students to
learn and thrive. However, principals and
teachers are often unaware of how and
when to most effectively use Education
Support staff.
We will work with stakeholders to
provide guidance on training and role
descriptions for Support Staff and
provide principals and teachers with
information on best practice in how and
when to most effectively use Education
Support staff in the classroom, including
as part of collaborative student support
approaches. The training will build
knowledge and skills in relation to
working with teachers and students
to improve outcomes.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
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Improved learning
(Recommendations 9-12)
Recommendation 9
Develop a new collaborative multidisciplinary approach to support
all students with disabilities, which
considers Team Around the Learners
and Response to Intervention models.
Multi-disciplinary teams are already
being established across the state to
provide access to a range of experts —
from executive leaders to curriculum and
assessment experts — and a dedicated
health and wellbeing workforce. These
teams work together to ensure a holistic,
focused and complementary set of skills
and resources for students with additional
needs and disabilities. Senior Education
Improvement Leaders will be at the
centre of these multi-disciplinary teams,
collaborating to determine what support
is needed and drive coordinated action.
We will work with the multi-disciplinary
teams to develop an improved
collaborative approach for students
with disabilities, drawing upon the
deep understanding and knowledge
families have of their child and the
specific expertise of our workforces. The
approach will consider the role of the
existing Student Support Groups and
their relationship to the multi-disciplinary
teams, including individualised support
models such as Team Around the Learner
and Response to Intervention approaches.
The development of the improved
collaborative approach will also
consider the role of the Student
Support Services Officers.
14
Recommendation 10
Develop guidelines on personalised
learning and support planning to assist
schools with early identification of, and
response to, students with disabilities.
These guidelines should consider
strength-based, person-centred
approaches to maximise learning
outcomes and the engagement and
wellbeing of students with disabilities
in schools. The guidelines should set
out a process to plan and monitor
achievement, engagement and
wellbeing outcomes for the individual.
Recommendation 11
Develop and trial a new personalised
support-profiling tool that identifies
strengths and functional needs for all
students with disabilities.
For every student to have the best
chance of reaching their potential,
schools and teachers must identify their
individual strengths and needs. That
requires input from parents, experts
and teachers. Currently, the way tailored
Individual Learning Plans are developed
is inconsistent, and fails to adequately
record and drive the progress of students.
We need to make it easier for teachers
working with special needs students to
develop and implement consistent tailored
plans for every student with disabilities.
There are examples where it’s working
brilliantly — but we want to see this kind of
planning offered to every student, and
for teachers to feel fully supported in
doing so.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
We will work with teachers, students,
families and disability experts to develop
new evidence-based guidelines to help
teachers develop consistent, strengthbased, personalised learning and support
planning. These guidelines will provide
key principles, standards and processes
for effective personalised learning and be
broadly aligned to national standards i.e.
the Planning for Personalised Learning
and Support: A National Resource, based
on the Disability Standards for Education
2005. The guidelines will have a focus on
the opportunities for joint planning for
those students who are also supported
under the NDIS.
We will also develop a new supportprofiling tool in partnership with a
university. This web-based tool will gather
information from teachers, families and
professionals to profile each student’s
strengths and needs. These needs may
be around a student’s mobility, specific
health care needs, or the challenges
they face when socialising and working
with their peers. Information from the
school, families and relevant professionals
will develop individual student profiles,
to develop tailored learning plans for
students with disabilities.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
15
INCLUSIVE EDUCATION IN ACTION
We’re making Victoria the Education State by building an education system that produces
excellence and reduces the impact of disadvantage. An inclusive education system will enable
every child and young person to learn in a safe, positive and supportive environment in the
setting best suited to their needs.
Our response centres on the development of a new, personalised approach to learning for
students with disabilities. Effective planning for tailored learning and support begins with
a sound understanding of a student’s individual needs and abilities. Successful transition
requires careful planning, preparation and communication. On the next page are two
examples of inclusive education in action.
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THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
Case study 1: ‘Jennifer’* is in Year 7 at a local secondary college. She had a history
of reading and learning difficulties and, despite classroom-based interventions in
primary school, continued to struggle with her reading fluency and comprehension. In
Year 6, Jennifer was diagnosed with dyslexia following a comprehensive educational
assessment. As a part of her transition to Year 7, the college arranged a meeting with
her parents and Year 6 teacher to discuss the strategies already in place for her and
identify her strengths and learning needs. A personalised learning plan was developed
in consultation with her new classroom teachers, detailing adjustments that would
made to the curriculum and learning provided for Jennifer.
Planned adjustments included:
• use of her interest and strength in drama to provide alternative presentation options
for class tasks and projects
• adapted learning materials such as audiobooks of class texts
• use of speech-to-text software on her laptop to help with homework
• inclusion in a Year 7 Literacy Intervention Class to help with reading comprehension.
The college has developed a whole-school approach to supporting all students with
learning difficulties. This has involved a focus on building the capacity of staff to
develop inclusive classroom practices including professional learning for teaching
staff such as Inclusion Online; regular whole staff meetings to share advice on learning
difficulties such as dyslexia; and providing tools such as assistive technology and
high-interest low-ability texts for the school library. Jennifer’s progress and learning
outcomes are regularly reviewed through Student Support Group meetings attended
by Jennifer, her family and her teachers.
Case study 2: ‘Bryson’*, who is on the autism spectrum, was going to an Autism Specific
Specialist School, where he worked with teachers to understand the routines of school
and develop his skills across communication and social engagement. His parents and
teachers saw that Bryson was growing in confidence and skills, and that he was ready
to transition to Year 4 at his local primary school.
His parents met with his new teacher to discuss his abilities, interests and support
needs. Together, they developed a learning plan specifically tailored to Bryson. His
new teacher came to the Autism School to observe him in class. And Bryson came to
the local school often to get comfortable. His specialist school teacher went along on
the early visits to help him settle in. She also provided advice to his new teacher on the
resources available — including online professional development — to help the teacher
help Bryson be his best. His new teacher talks with his mother about strategies that she
uses with Bryson at home. Bryson’s parents meet with the school regularly so they can
monitor his learning outcomes and address any needs that arise. Bryson is having a
great time at his school — especially his lunchtime Lego Club where he build robots and
spaceships with his friends.
*names changed for privacy reasons
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
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Recommendation 12
Develop and implement a stronger
system of accountability for outcomes
for all students with disabilities that
includes improved data quality and
data collection, analysis of data,
and reporting and transparency. For
students this would include measures
for achievement, engagement and
wellbeing, and for schools this would
include greater accountability and
transparency for the use of funds.
A lack of data currently makes it difficult
to assess whether funding for students
with disabilities is improving student
outcomes. Parents need information
about their child’s learning, wellbeing and
school participation to help them work
with the school and their child to ensure
the best possible education outcomes.
Identifying how to improve data
collection, analysis and reporting will
require consideration at both a school
and system level, to inform planning
and support across Victoria, as part of
building collaborative and achievementfocused partnerships with families,
within regions and across the school
system as a whole. This is in line with our
Education State Framework for Improving
Student Outcomes, with an emphasis on
strengthening the use of student data in
two of the six high-impact initiatives that
schools have been asked to focus on.
Improved data collection, linkage and
analysis is needed to support planning,
accountability and transparency, and to
build excellence in teaching and learning.
We will work with stakeholders to develop
a plan to improve data quality and
analysis, using existing data collections
(such as NAPLAN, the School Enrolment
Census, and the Attitudes to School
Survey). This will include examining how
schools can best report on the use of
targeted funding as part of their existing
reporting processes.
18
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
Improving the transition to
secondary school
(Recommendation 13)
Recommendation 13
Consider providing interim funding
for students transitioning from Year 6
who are no longer eligible for targeted
PSD funding, to provide additional
support as part of a coordinated multidisciplinary approach.
Moving from primary to secondary school
can be challenging for many students.
For students with disabilities, this is also
the time when their eligibility for the PSD
is reassessed, and we know this remains
an area of concern for many families.
However, with the Year 6-7 reassessment
still required to determine eligibility
under the existing funding model, the
Review found there was no real benefit in
moving the timing of the reassessment
earlier or later. In the short term,
better support is required for students
transitioning to secondary school who are
no longer eligible for the PSD after their
reassessment in Year 6.
As part of the 2016-17 Budget, we will
provide a $3 million funding boost over
two years to provide better transitional
support for students and their families.
This funding for students transitioning
from Year 6 who are no longer eligible
for the PSD will give secondary schools
increased capacity to plan and support
students as they move to Year 7. They will
also be able to put in place strategies to
build students’ independence and skills,
consistent with the Transitioning from
Primary to Secondary resource and
the Autism Spectrum Disorders: Planning
a successful transition to secondary
school program. This interim funding will
provide support for families and schools
while the Government carefully considers
the recommendations for a new funding
model.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
19
Better outcomes for students
with autism and with dyslexia
(Recommendations 15-20)
Recommendation 15
Make available ongoing autismspecific disability training and access
to specialist support and expertise,
particularly in relation to evidencebased approaches to respond to the
specific learning needs of students
on the autism spectrum, for example
through:
Autism specific schools across Victoria
provide valuable expertise that could be
better shared to support mainstream
schools to be more inclusive in their
teaching. In identifying options for all
specialist schools to become ‘centres of
expertise’, the Government will prioritise
options for autism specific schools.
• Expanding the role of autism-specific
schools to include greater outreach
and support (see Recommendation 7)
To build on our significant regional
reforms, we will consider the importance
of Student Support Services Officers
having expertise in autism.
• Including allied health professionals
or specialist teachers with
expertise in autism in the new area
multidisciplinary teams to support
schools and individual students
• Developing specific resources
and teacher support material for
supporting students with autism and
high-level communication, social and
behavioural challenges
• Establishing partnerships with nongovernment organisations that
provide support for students
with autism.
The use of evidence-based intervention
approaches to respond to students on
the autism spectrum is varied across
Victorian schools. Schools need improved
access to support and expertise to
meet the learning and support needs of
students on the autism spectrum.
20
We will work with experts to implement
a range of strategies to maximise
opportunities for schools to access
support for students with autism.
Partnering with non-government
organisations supports our Education
State agenda, where schools are deeply
integrated with their communities and
form strong partnerships with service
providers and organisations to improve
student outcomes. We will explore how
to both build on the success of existing
partnerships with non-government
organisations such as AMAZE, and
develop new partnerships relevant to the
engagement, wellbeing and achievement
of students on the autism spectrum and
their families.
We will work with experts and teachers
to develop further resources and
materials to help schools better support
students with autism and high-level
communication, social and behavioural
challenges.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
Recommendation 16
Consider providing additional
resourcing to schools to better meet
the educational needs of students
with autism, dyslexia and learning
disabilities who are not eligible for
the PSD, for example through the
expansion of the Language
Support Program.
We know that effort and investment spent
on educating kids with disabilities will be
repaid many times over. It equips them for
better jobs and a more independent life.
However, there are widespread concerns
that students on the autism spectrum
and with dyslexia who are not eligible
under the PSD are not consistently well
supported in their specific needs by
all schools.
As part of the 2016-17 Budget, we will
provide an extra $17 million over two
years to better support the needs of
students with learning disabilities such as
dyslexia and autism. A new Language and
Learning Disabilities Support Program will
be established, to incorporate and expand
the existing $35 million Language
Support Program.
This new program will provide schools
with additional funding to strengthen their
capacity to support students with learning
disabilities, including dyslexia, some
students with an ASD, reading disorders
and difficulties and speech and language
delays. This extra funding will enable
schools to implement reading intervention
and language screener programs, employ
speech pathologists or provide training
for education support staff and teachers
about the latest knowledge in how best
to maximise the learning and wellbeing
of children on the autism spectrum,
or in using specific assessment and
intervention programs.
We will consult with schools, students and
their families and use those insights to
provide guidance on the best use of these
extra funds.
Recommendation 17
Continue the rollout and
implementation of the Special Needs
Plan commitments to require all new
schools to accommodate the needs
of students with disabilities and
the delivery of the $10 million
Inclusive Schools Fund to improve
existing schools.
We know that the built environment plays
an important role in supporting inclusive
education for students with disabilities. As
part of our Special Needs Plan we have
committed that all newly built government
schools and schools undertaking
significant building projects will meet the
needs of all students.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
21
The 15 new schools being built as part
of the Public Private Partnership Project
will be outstanding inclusive learning
spaces. Informed by these school designs,
new School Provision Planning Guidelines
for Students with Disabilities have also
been released, as has an updated
Building Quality Standards Handbook
to ensure Victorian schools of the future
are inclusive.
We launched the $10 million Inclusive
Schools Fund in September 2015 to help
existing government schools better
support the social and educational needs
of students with disabilities. The Fund is
available until 2019 and is in addition to
the annual Accessible Buildings Program.
In February 2016, we announced the
first 33 schools to share in $2.4 million to
fund innovative projects promoting best
practice inclusive school environments.
Round 2 applications will open later
this year.
Recommendation 18
Complete the investigation into an
early years screening program for
learning disorders.
Best practice support for students with
learning difficulties and disabilities
including dyslexia requires early
identification and differentiated
teaching approaches.
Each year, teachers in government
primary schools are required to assess
every child’s literacy abilities using the
English Online Interview assessment tool.
As part of our Special Needs Plan, we
commissioned a review of this tool which
identified areas for improvement to give
teachers more information about each
child’s unique abilities, and to improve
student outcomes. The English Online
Interview and supporting resources are
now being enhanced to reflect the latest
research on child development, including
how children’s oral language development
can indicate future learning difficulties.
The improved tool will better inform the
screening process for learning difficulties
and disorders.
The English Online Interview sits within a
suite of assessment tools and resources
that empower teachers to assess and
monitor children’s learning in the early
years of schooling. The enhanced tool and
supporting resources will be available for
Insight pilot schools to review through the
Insight Online Assessment Platform in the
second half of 2016. It will be used across
all government schools from Term 4, 2016
ahead of the 2017 assessment period.
It will also be available to Catholic and
independent schools
22
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
Recommendation 19
Raise awareness and encourage
schools and teachers to participate
in the available online training on
supporting students with dyslexia.
Students with dyslexia are not consistently
supported in schools, and some teachers
require more professional development to
be able to adapt their teaching practices
to support students with dyslexia.
Schools can already access a range of
online resources, tools and applications to
support students with reading difficulties
and dyslexia, such as the Understanding
Dyslexia and Significant Difficulties in
Reading course which has had around
3000 registrations since mid-2012. But we
believe more can be done to increase use
of online resources available, and how to
adapt their teaching.
Through the development of the Inclusive
Education Workforce Capability Strategy
and better promotion of the existing
professional learning opportunities
available, we will assess how to improve
access and participation by teachers. This
will include strengthening our partnership
with SPELD Victoria to increase access for
schools to high-level expertise and advice
around students with dyslexia and other
learning difficulties.
Recommendation 20
Develop and implement a dyslexia and
learning difficulties strategy, including
providing ongoing disability-specific
training to lift workforce capability to
understand and teach students with
learning difficulties and dyslexia.
Despite the availability of some resources
to support students with dyslexia,
including information and training
opportunities, more could be done to put
in place appropriate intervention and
teaching strategies.
Over the next two years, in consultation
with schools, students and their families
we will roll out a dyslexia and learning
difficulties strategy, to provide schools
with advice and expertise to enhance
student outcomes. This strategy will be
supported through $2 million of funding
and deliver face-to-face, accessible
professional learning opportunities for
all schools, the improved rollout of the
existing online training courses, and
providing better advice and resources for
teachers and families, including practical
examples. The strategy will also align
with the Inclusive Education Workforce
Capability Strategy.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
23
A new approach to funding and
support (Recommendations 14, 21,
22 and 23)
Recommendation 14
Design and implement a new funding
model, based on functional needs, that
removes the requirement for the Year
6–7 review process.
These recommendations propose a
comprehensive reform of funding for
students with disabilities.
Recommendation 21
Develop a new tiered funding model
based on a strength-based functional
needs approach to meet the needs of all
students with disabilities, which includes:
Over the coming months, we will carefully
consider these recommendations
alongside other national and state-based
reforms which will also impact support
systems for students with disabilities.
These include:
• Base funding—allocated to all schools
for all students
• the rollout of the NDIS
• Teaching and learning loading—
allocated to schools to support
students with disabilities who require
reasonable adjustments
• Targeted funding—allocated to
schools to support students with
disabilities and high education
adjustment needs.
Recommendation 22
Develop a formal relationship
with the National Disability Insurance
Agency to ensure maximum alignment
with the NDIS as it evolves, including
consistency and sharing of information
and professional insight where
possible.
Recommendation 23
Develop and implement a strengthsbased, functional needs approach to
assessing student need, to support
the achievement and participation of
students with disabilities.
24
The Review made four recommendations
proposing a new needs-based funding
model and maximum alignment with
the NDIS’ strengths-based, functional
needs approach.
• ongoing negotiations with the Turnbull
Government to ensure it honours its
commitment to the final two years
of the Gonski funding agreement to
ensure our most vulnerable students
are treated fairly
• the Government response to the
Victorian Schools Funding Review
(‘Bracks Review’)
• the continued implementation of
the Special Needs Plan for Victorian
Schools
• the ongoing development of the
Nationally Consistent Collection of
Data on School Students with Disability
(NCCDSSD)
• the broader reforms to the Victorian
education system proposed through
the Victorian Government’s Education
State agenda.
We also need to consider any changes to
PSD funding in the context of future State
Budgets, to ensure consistency with other
significant commitments made as part of
Education State.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
Any new funding model for all students
with disabilities — as recommended by
the Review — would explore an approach
based on the learning and support needs
of students rather than a category of
disability. A strength-based approach
would focus on how best to maximise
the independence and achievement of
students with disabilities.
We are already working cooperatively with
the NDIA in the trial and full scheme rollout
of the NDIS in Victoria. Should a new
funding model be developed, alignment
with the NDIS would be one of the key
objectives. A formal relationship with the
NDIA would help information sharing and
identify opportunities to align design
features and consider administrative
efficiencies. This would help students
with disabilities and their families better
navigate the services available.
Several interim funding measures
have been announced as part of our
response to the Review, which will provide
transitional support while the Government
carefully considers the proposal for a new
funding model.
This is on top of the $4 billion in extra
funding announced in the 2015/16 State
Budget: the single biggest injection of
education funding in Victoria’s history. It
included $747 million in funding directed
to breaking the cycle of disadvantage,
meeting in full our obligations under
the Gonski agreement through to 2017,
and getting critical extra support to the
schools and students who need it most.
Towards a better model: policy into
practice (Recommendations
24-25)
Recommendation 24
The Department to provide sufficient
resources to develop and implement
the recommendations in the Review,
including oversight The Government
accepts this recommendation.
Recommendation 25
Undertake regular consultations
with the education sector and the
community to inform the development
and implementation of the reforms
and prepare all stakeholders for
the changes.
We will provide the resources to develop
and implement the recommendations
we’ve accepted, and ensure they’re
implemented in a timely, coordinated way.
Ongoing stakeholder engagement and
participation will be vital to the successful
development and implementation of
the reforms.
Over the coming months, we’ll continue
to listen to students, families, school
communities and other experts as we roll
out our response.
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES
25
NEXT STEPS
Over the coming months, we will develop an implementation strategy setting out clear,
integrated stages of work, timelines and accountability arrangements to ensure our
response is effectively rolled out. There are some immediate actions which we have
already put in place and we will continue to work with stakeholders on the medium
and long-term actions.
Below is a high-level summary of our next steps in implementing our response to
the PSD Review.
2016
•
evelop detailed
D
implementation plan
•
Implement transitional
funding arrangements
•
evelop new policies,
D
strategies, guidelines
and tools
•
Implement policies and
strategies, including actions
under the Inclusive
Education Workforce
Capability Strategy
•
26
2017
xpand access to and
E
awareness of current training
on working with students
with disabilities
•
evelop accountability and
D
transparency measures
•
onsider recommendations
C
for new funding model
alongside recommendations
from Bracks Review
•
I mplement personalised
learning and profiling tools
•
inalise response to
F
recommendations for new
funding model alongside
recommendations from
Bracks Review
2018
•
ontinue to implement
C
transitional funding
arrangements
•
ontinue to implement
C
policies, strategies, guidelines
and tools
•
onitor outcomes of students
M
with disabilities
THE GOVERNMENT’S RESPONSE TO THE REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES